Anthropogenic climate change demands innovative educational approaches that effectively bridge sustainability concepts with practical learning. Particularly this applies to the broad context of sustainable energy education. The CIRCLE project (Creative Impulses for Recycling, Crafting and Learning) conducted …

The Faculty of Engineering at the University of Curaçao (UoC) faced significant challenges in student enrollment and retention. Furthermore, the Caribbean SIDS faces a shortage of engineers specialized in sustainability, which will hinder the development of sustainability within the SIDS. The Bachelor …

The accelerating transition toward renewable energy is reshaping labour markets and placing unprecedented demands on education systems. While existing didactical approaches in energy education, such as project-based or simulation-based learning, strengthen technical skills, they often fall short in preparing …

The energy transition requires engineers who can reason about complex renewable energy systems, diagnose faults, and work collaboratively in dynamic environments. Problem-Based Learning (PBL) is widely recognized for supporting such competencies, yet many engineering courses lack authentic contexts that …

This paper explores how universities orchestrate academic-industry co-creation within mission-oriented regional innovation ecosystems. The empirical case analyses the Greater Manchester Electrochemical Hydrogen Cluster (GMEHC) through a structured collaboration between Centre for Enterprise, Manchester …

There is a pressing need to align energy curricula in vocational and higher education to the challenges of the energy transition. Therefor this paper aims at drafting up to date skills profiles for jobs in the Dutch energy sector. Skills profiles were drafted by mapping (transversal) skills mentioned …

Campus as a living lab has emerged as a collaborative framework to advance sustainability challenges on university campuses. This paper provides a summary of the Campus Living Lab run at the University of British Columbia’s Sustainability Office. It documents two flagship projects and offers reflections …

The energy transition requires a workforce equipped with both hard and soft skills. However, current training often emphasizes technical competencies, resulting in skill mismatches, particularly among professionals transitioning from fossil fuel sectors. To support a just and inclusive transition, boundary …

This paper explores how attitudes and values can be integrated as essential components of engineering education, where energy education is embedded within the curriculum. The study introduces a small-scale, design-based professional development track grounded in systemic design. Using the 3.2.1.SPRINT …

Executive Summary This Deliverable (D2.9) presents the final principles of ethical and inclusive engagement, developed from research conducted by AUAS during two rounds of the CommuniCity pilots, described in D2.8 and the impact study undertaken in 6.3. These principles aim to guide stakeholders in adapting …